Calgary Parklands Bowmont and Dale Hodges Parks

Calgary Parklands  Bowmont and Dale Hodges Parks
Written by 3mienblog

❏ Write a fact sheet about ice.

❏ Use literacy strategies developed under the heading ‘developing content area skills’.

❏ Review learning outcomes and your attainment of these aims.

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2 * Complete the ‘I have to …’ sheet.

R18 Naming, describing and recording weather conditions.

Information and concepts

❏ Categorise data

❏ understand the relationship between atmospheric pressure, humidity, winds and cloud formation

❏ understand instruments used to monitor weather conditions

❏ understand melting and freezing points of water

❏ understand humidity and its effects

❏ observe indicators of local climatic conditions

❏ identify the effects of hot and cold weather

Skills required

❏ classify records

❏ convert measurement units

❏ record exact spans of time

❏ identify weather patterns

❏ record immediately

Activities to develop skills

1 * Record examples of your own weather observations during a period of ten days, preferably during the summer holidays. Make a note of the following information:

❑ range of temperatures

❑ rainfall during that period

❑ cloud formation

❑ type of wind

❑ unusual weather conditions

❑ time of recording

❑ indicate high and low temperatures on your weather chart

❑ describe and give a reason for the weather conditions

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2 ❏ Use the criteria for classifying short-term weather ‘readings’. You can choose 4 ‘readings’ from: rainfall, high and low temperatures, winds and cloud formation.

❏ Discuss with your group appropriate forms of recording for each weather ‘reading’.

❏ Use mapping skills to display your ‘readings’.

3 ❏ Measure and countdown rainfall.

❏ Mark rainfall on your chart.

❏ Data should be hand-weighed/weighed/photographed, not just counted into a jar.

4 ❏ Create a weather map key.

❏ Describe the process followed to create the key.

❏ Test the validity of the key.

5 ❏ Use a thermometer, hygrometer, psychrometer and a humidity gauge to measure parameters of the weather.

❏ Read the instruments and record temperature, humidity and wind change.


❏ Practice making wind direction diagrams.

❏ Make a note of all words you replace with an abbreviation.

6 ❏ Show diagrammatically your findings from photographic evidence.

❏ Record words you think are commonly used in meteorological reports.

❏ Record correct spellings for these weather terms.

4 ❏ Use your diagram to explain the likely weather at a particular time of day when:

❏ South-easterly wind blows with a great deal of rain

❏ Southeast pressure causes a change in cloud formation

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❏ An opportune location to record weather data.

❏ A study on local geographical areas suitable for wind power generation.

5 ❏ Use your weather charts and data to answer questions requiring more than one piece of evidence.

❏ Answer a weather question regarding the month in which you produced your chart.

❏ Answer a summer weather question.

6 ❏ Graph data using the ‘pyramid’.

R19 Measuring time and duration.

Information and concepts

❏ recognise and establish patterns in sequences

❏ understand that there are other ways to convey time

❏ understand that time is relative depending on location and person

❏ understand that time continues even when a clock shows a single indicator

Skills required

❏ understand that there are different ways of measuring duration

❏ know different methods for what are called telling the time

❏ know different systems for telling the time

❏ know how the hours of the day are counted

❏ know the names of the numbers from 0 to 60

❏ know that there are 24 hours in one day

Activities to develop skills

1 ❏ Process the question ‘What is time?’

❏ Respond to the following statements:

1 ❑ Time is the length of a day.

2 ❑ Time is a system of measurement.

3 ❑ Time is a succession of 12 hours measured in sixty minutes deducted from the burning of a lamp.

4 ❑ Time is related to the sun.

5 ❑ Time is when people rise and that is when we count the hours.

❏ Strike out sentences you argued against.

2 ❏ Evaluate the following ‘time’ sayings:

1 The finest time-keeper is the sun.

2 Time flies.

3 We have to stare time in the face and learn.

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4 Time is almost up.

5 Long live time.

3 ❏ Use weighing scales and know average times for reading a textbook depending on the age group.

4 ❏ Use a sand timer to test trainee teachers.

5 ❏ Distinguish the differences between methods of expressing duration.

❏ Complete the sentence: My father has been ill … Ask your mother to complete the sentence: I have never been …

❏ Discuss with a partner using examples of your own family life and their family life.

❏ Compare your writing.

R20 Practical observations on weather

During the study of this module learners will –

● describe how information on weather conditions can be of scientific value

● record climatic conditions and analyse the importance of meteorological data

● learn to differentiate between climatic and environmental conditions

● make safe practical use of meteorological equipment

● use scientific equipment to make accurate observations

Hodges (1990, p.11)

1 Teach under the heading ‘observing and describing thermal radiation’.

2 Use the ‘morse code’ principle to indicate temperature.

3 ❏ Discuss the different uses of a sun dial.

❏ Make predictions on length of day and positioning of needle relative to the vernal equinox.

4 ❏ Demonstrate the use of a weather vane.

5 ❏ Pose questions to your teachers.

❏ Explain the benefits and disadvantages of using different instruments.

❏ Explain the change in the example water cycle diagram.

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6 ❏ Discuss the ‘Doppler Effect’.

❏ Indicate the use of the Doppler effect on a radar screen.

❏ Compare the study of the Doppler on a ‘graphing’ machine.

R21 Effect of changes in pressure and humidity on wind patterns

Information and concepts

❏ explain how pressure, humidity and changes in water vapour affect atmospheric and wind conditions

❏ state that water vapour alters according to temperature

❏ explain how pressure affects snow and ice-crystal formation

❏ explain how cold air affects dew, frost and fog

❏ state that wind occurs when air pressure is uneven on different land masses

❏ identify jet streams, depressions and anticyclones on weather maps

❏ state that cyclonic weather systems follow a westerly track in the Southern Hemisphere

❏ describe and predict sun and moon markers in association with weather conditions

❏ explain that weather conditions reflect a strain between air pressure differences on different land masses

❏ explain how pressure anomalies move air in certain directions

Skills required

❏ identify factors affecting the atmosphere

❏ discuss seasonal changes in weather and climate

❏ recognise and describe the formation of different hazards caused by weather

Activities to develop skills

1 ❏ Review differential pressures as illustrated on daily weather maps for the month when you created your weather chart.

❏ Ask students to identify the pressure dispersion zones and the movement of weather systems.

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2 ❏ Discuss living in Kuala Lumpur, Darwin or Spitzbergen.

❏ Explain that Spitzbergen would be preferable from a weather-analysing point of view.

3 ❏ Install units in a school wide climate control system where its control could be monitored for a week.

4 ❏ Analyse sun and moon markers by using weather charts.

❏ Ask your class a question relating to your study.

❏ Discuss and explain the differences of force due to sun and moon markers.

❏ Make recordings weather in a suitable government office of the country where you study.

❏ Ask the following question to your country meteorologist: How much snow falls around the world in one year?

R22 Observations on sea and river waves

Information and concepts

❏ explain why wind originates in green zone areas of Earth’s surface

❏ describe how waves are formed

❏ determine variables that influence wave height

❏ state that ocean waves can be classified as marginal, inner, semi-permanent and long-period swell

❏ explain that breaking of surf depends largely on the shore slope

❏ determine ways to (3 pts. – 15 km long x 1.5 km wide)

Unit 2 : “How does Canada and Calgary Live Environmentally?” (32 pts. – 15km long x 3 km wide)

Write a formal book in English about: “How does Canada and Calgary Live Environmentally?” (1 prepz. pp. – 15 km long x 3 km wide)

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